Computer programming has long been regarded as the niche domain of geeky men with poor social skills. But it’s past time for challenging this stereotype. By 2020, the U.S. workforce will need 1.4 million computer specialists, but universities are on track to graduate about 400,000 computer science majors by then. That’s a deficit of 1 million computer programmers. If developing technological expertise is a national priority, schools need to teach children – of both genders and all backgrounds – to code.

Computer programming evangelists are already providing opportunities for children to learn their trade. Girls Who Code and Black Girls Code provide specialist computer training to girls in after-school programs and workshops. Keen parents can download apps like RoboLogic and LightBot for children as young as four. But relying on nonprofits to do this is a short-term solution, benefitting only a small population. Since high-level computing skills are now required in most workplaces, it’s time to look at curriculum reform. (As a former teacher, this phrase makes me want to run for the hills, but apparently they even have iPads there.)

A recent survey by the Pew Research Center shows that technology has become central to teaching and learning in America’s schools. Not surprisingly. However, in a hyper-connected world, if we are only teaching children how to passively navigate computers, we are failing in our responsibilities. Teaching a child to use a computer but not how to create programs seems akin to teaching them to read but not how to write. Our technology-driven world demands this new form of literacy. Children should learn, in grade school, how to manipulate software and make technology work for them.

As with any major reform, integrating computer programming classes into public schools has to be managed carefully. Experiments in training teachers are already underway: In 2012, a National Science Foundation Math Science Partnership project, Mobilize, ran a computer science teaching methodology course for student teachers in math and science in California. Although it will take time to see the effects of this intervention, this kind of specialist training for beginning teachers is one way of ensuring that computer programming skills find their way into the classroom.

Beyond the issue of teacher preparation is the challenge of ensuring all schools and students have access to necessary equipment. There is also a risk of increasing the digital divide and social inequality if access to teachers and resources for a computer science curriculum is not distributed equitably among school districts. Until these challenges can be met, programming will unfortunately remain an after-school club in the schools lucky enough to have a partnership with a nonprofit. That not only hurts our students but eventually, our nation’s economy.

Wenna Price is an independent education consultant with a background in teaching, teacher training, and curriculum design. She can be reached at enquiries(dot)wprice(at)gmail(dot)com.

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YEP-DC is a nonpartisan group of education professionals who work in research, policy, and practice – and even outside of education. The views expressed here are only those of the attributed author, not YEP-DC. This blog aims to provide a forum for our group’s varied opinions. It also serves as an opportunity for many more professionals in DC and beyond to participate in the ongoing education conversation. We hope you chime in, but we ask that you do so in a considerate, respectful manner. We reserve the right to modify or delete any content or comments. For any more information or for an opportunity to blog, contact us via one of the methods below.

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MONICA GRAY is co-founder & president of DreamWakers, an edtech nonprofit. She writes on education innovation and poverty.

LYDIA HALL is a legislative aide in the U.S. House of Representatives, where she works on education, civil rights, and other issues. Lydia is interested in helping to bridge the gap between Capitol Hill and the classroom.

MOSES PALACIOS is an advocate for student rights and works as a Research Manager for the Council of the Great City Schools (CGCS) - a coalition of urban school districts across the nation. He writes on issues regarding the children of immigrants and students learning English as a second language. His views are his own and not representative of CGCS.

PATRICIA RUANE is aresearch associate at an education nonprofit. She is an editor of Recess. ​LESLIE WELSH is a high school social studies teacher in DC. She is an editor of Recess.